Teaching+with+Video-Research+and+UDL

Name:

Title of Video: Unpack Your Adjectives

URL of the Video: http://www.youtube.com/watch?v=lbgZfQNBFS0

Learning Goal(s) or Objective(s): CCLS: 2.L.1e: Use adjectives and adverbs, and choose between them depending on what is to be modified.

Student Understanding(s): Adjectives are used to describe nouns **//(Background Knowledge: ask students to write down adjectives they may already know, or the definition of adjectives (Rose & Meyer, 2002)).//** Adjectives make a sentence more interesting to the reader. Adjectives complete the sentence in some cases. Some categories of adjectives are color, shape, texture, size, emotions, sound, material, and age. ** //(Multiple Examples: Provide a list a adjectives (Rose & Meyer, 2002)).// // (Multiple Media and Formats: Provide more than one example of adjectives, these may include the following, other videos, printed text that includes or discusses the use of adjectives, an interactive website that allows students to work with adjectives, examples of other students' work about adjectives (Rose & Meyer, 2002)). //**

Essential Questions: Why do we use adjectives to describe nouns? How do adjectives aid in comprehension? //**(HIghlight Critical Features: Highlight important information on a handout of the song lyrics, or on the note sheet that is given to students. Watch, and listen to the video as a group, the teacher will speak about the important points of the video, pause the video after an important point (Rose & Meyer, 2002)).**//
 * //(Computers help generate the use of language (Clements & Sarama, 2003, p. 13)).//**

Methodology: Instructional Delivery Method (How will your students get to the video?): The students will log onto the classroom wiki page.//** (Offer Choices of Content and Tools: Provide students with multiple resources for learning about adjectives, the students then choose which resource the find most helpful (Rose & Meyer, 2002)). (Provide Adjustable Levels of Challenge: The resources that are provided to students offer a challenge to students who are already familiar with adjectives. These could include resources that ask students to work with more than one adjective, or adjectives that may be more difficult in terms of meaning (Rose & Meyer, 2002)). **// The video link will be on the classroom network page. The students will click on the link, they should now be able to watch the video. //**(As part of the 4 E's to define literacy in a digital world, students will local relevant information using technology, in this case the web to find this information (Armstrong & Warlick, 2004, p. 1)). (Flexible Models of Skilled Performance: Provide multiple examples of adjectives, how and where to use them in a sentence, and why adjectives are used in a sentence. The teacher can also scaffold student learning when working with students during small group instruction (Rose & Meyer, 2002)). **// Students will each have their own laptop with headphones to listen to the video two or three times.

Scaffold: (Will you provide kids a scaffold to help them focus on the important points? If so, what will you use?) The directions for watching the video will be on the same page as the link to the video. These directions will be posted first, then the questions to think about while watching the video will be posted, and finally the link to the video will be posted. The questions for the video will also be handed out in paper form for the students. Students can then refer back to the questions while they are watching the video. By providing the questions on a piece of paper the students will know what they are supposed to be watching, and listening for in the video.

Organization Tool: (How will your students organize the information they are learning from the video?) Students can write their notes on their handout, and then post them on a discussion board. Students can also post their notes right to the discussion board on the classroom network. //**(Computers help students gather and organize information, and think critically about the topic being discussed (Frank & Zhao, 2003, p. 34)).**//

Collaboration Tool: (How will your students share what they know with each other or you? do you want them to?) //**(Offer Choices of Learning Content: Students may work on this assignment independently, in partners, or in small groups. Allow the students to move to other areas of the room to complete this assignment (Rose & Meyer, 2002)).**// The students will post to the discussion board on the classroom network. Students will comment on each other’s posts. (**//Computers can be the catalyst to social interactions between students. Computers generate new ways of collaborative learning (Clements & Sarama, 2003, p. 4)).//** //**(Students put more effort into their work when they know it can be looked at by others. Writing for an audience motivates students in both reading and writing. (Mehan, 1989, p.14)).**//

Product: (What will the students create with the information learned from the video?) I will give the students a word bank of ten nouns on the classroom network. The students will then choose five nouns they would like to describe in a sentence. Students will then write five sentences on their classroom network page where they will use adjectives to describe the noun they chose. After completing the five sentences, students will make a list of the adjectives they used in each sentence.//**(The use of computers is a natural way for students to engage in the writing process (Frank & Zhao, 2003, p. 35)). (Provide Opportunities to Practice with Supports: Students can choose their own adjectives from the video, and then form sentences using those adjectives. Students can also watch other videos that discuss adjectives, and then build sentences using adjectives from those videos, interactive sentence builder (Rose & Meyer, 2002)). **//

Assessment: (How will they know that they learned? How will you know that they learned?) The final lists will consist of only adjectives. Students will get with partners to share their adjective lists.//** (Provide Multiple Media and Formats: The teacher can give the each student feedback, as well as the other students, students should develop self-monitoring skills in order to monitor themselves, and their work, have others (family members) read the students' writing (Rose & Meyer, 2002)). **// //** (Offer Flexible Opportunities for Demonstrating Skill: Students can read their sentences out loud, post work on other classroom wikis in order to gain feedback from students or teachers that are not part of the class, students can create a graphic organizer of adjectives, and the definition (Rose & Meyer, 2002)). **// **//(Offer a Choice of Rewards: Offer the students multiple forms of rewards, the following are examples of possible rewards, extra credit, or something done to the students' grade, giving the students a ticket for the ticket jar, increased attention, extra recess or free time (Rose & Meyer, 2002)).//** 1. What do you think were the **affordances** 3 of using technology in your lesson?
 * I think that this lesson allowed students who are visual, and audio learners to excel because there was a video in this lesson. I also think that this lesson allowed students to think about the big idea through the use of video.

2. What do you think were the contstraints4 of using technology in your lesson? Or what do you think MIGHT be the constraints?
 * Students may not be able to understand or follow the video very well. The students may not be able to watch the video and pick out the answers to the questions. Maybe the students were too busy thinking about the song, and graphics in the video that they cannot focus on what they are supposed to be learning from the video.

1. What is the concept you intended your students to learn or explore? 2. How do you think this assignment would fit with the prior and future learning of the class? 3. Why did you decide to organize the assignment in this manner? That is, how does this approach advance student understanding? 4. If you had the opportunity to make this same assignment again, would you do it in the same way? If you would alter it, explain why. 5. Given the student work, what would you plan to do next with these students?
 * Through this lesson the students were supposed to learn what adjectives were. The students should of also gotten examples of different adjectives.
 * Students will hopefully be able to be more descriptive when writing because they have learned about adjectives.
 * The students knew the questions that they had to answer before watching the video. Since the students already know what they should be looking, and listening for so they can focus on understanding what adjectives are. The students are not thinking about what am I supposed to be doing right now while watching this video. The students will also be watching the video more than one time so they can focus on the video more each time they watch it.
 * I would have the students try and answer the questions the after the first or second time they watch it. The students should then be able to watch the video and completely concentrate on the video and not the questions. Students would just use paper for their notes, they would not have the option of putting their notes right on the discussion board. For the assessment students could possibly choose their own adjectives that they want to use. Maybe they could use adjectives that were in the video.
 * The students would write a longer piece, a story possibly, using adjectives. The students would focus on making their writing more descriptive now that they have more knowledge on adjectives.

References: Armstrong, S., & Warlick, D. (2004). The new literacy. //Tech Learning,// 25(2), 20. Clements, D. H., & Sarama, J. (2003). Strip mining for gold: Research and policy in educational technology—A response to “fool’s gold.” //Educational Technology Review//,//11//(1), 7–69. Mehan, H. (1989). Microcomputers in classrooms: Educational technology or social practice? //Anthropology & Education Quarterly,// //20//, 4-22. Rose, D., Meyer, A. (2002). //Teaching every student in the digital age: Universal design for learning//. Alexandria, Virginia: Assn. for Supervision and Curriculum. Zhao, Y., & Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. //American educational research journal//, //40//(4), 807–840.